Prevent-Teach-Reinforce: Addressing Problem Behaviors of Students with Autism in General Education Classrooms

Abstract

Children with autism and other disabilities are often prohibited from participating in inclusive educational environments due to the occurrence of problem behaviors. In this study, a standardized model for individualizing procedures of behavior support, Prevent–Teach–Reinforce (PTR), was evaluated in general education settings with three elementary school students with autism spectrum disorders and serious problem behaviors. A multiple baseline across students design was used to test the effects of PTR on the occurrence of problem behaviors and academic engagement. Results indicated that problem behaviors were reduced and engagement was increased for all of the participants. The findings are discussed in relation to the importance and the challenges of implementation fidelity and effective behavior support in general education settings.

The Effects of a Technology-Based Self-monitoring Intervention on On-Task, Disruptive, and Task-Completion Behaviors for Adolescents with Autism

“…Research on the effects of self-monitoring procedures for students with ASD has reported positive outcomes across a variety of behaviors including: social skills (Koegel, Park, & Koegel, 2014;Parker & Kamps, 2011;Reynolds, Urrela, & Devine, 2013), daily living skills (Pierce & Schriebman, 1994), stereotypic behaviors (Crutchfield et al, 2015;Koegel & Koegel, 1990), socials skills (e.g., Koegel et al, 1992), academic productivity (Callahan & Rademacher, 1999), and on-task behaviors (Callahan & Rademacher, 1999). Additionally, self-monitoring has been identified as an EBP for individuals with ASD to improve academic outcomes (Iovanne, Dunlap, Huber, & Kincaid, 2003;Koegel, Matos-Fredeen, Lang, & Koegel, 2011;Lerman, Vorndran, Addison, & Kuhn, 2004) and reduce challenging behaviors (Buschbacher & Fox, 2003;Strain, Wilson, Wilson, & Dunlap, 2011).…”

Positive Behaviour Support To Manage Challenging Behaviour Of Children On Autism Spectrum

“…The authors are aware of the development of the new model of Prevent-Teach-Reinforce (PTR) which adopted the idea of PBS (Dunlap, Iovannone, Wilson, Kincaid, & Strain, 2009). PTR is in the early phase of its development and two studies about the use of PTR on children with ASD were identified in the search process (Dunlap et https://dx.doi.org/10.15405/epsbs.2018.09.02.103 Corresponding Author: Sing Kai Lo Selection and peer-review under Strain, Wilson, Wilson, & Dunlap, 2011). Since the concepts of PTR are still evolving, it was decided that these two studies were not included in this SR but would be an area for future research.…”

Digital Behavior Intervention Plans: Effects on General Education Teacher Fidelity of Implementation

“…Each team was assembled and went through the five-step process: (a) teaming, The graphed data were analyzed visually. Strain, Wilson, and Dunlap (2011) concluded that the data demonstrated an effective procedure for rapidly improving behavior for the three students while also improving task engagement. The magnitude of the intervention was extensive with all of the intervention data higher than all of the baseline data.…”

“…Functional behavior assessments generate strategies tied directly to the individual needs and profiled assessment of a student (Sayeski & Brown, 2011). Behavior intervention plans (BIPs) evolve out of the FBA and require data collection on the frequency of behavior change as well as fidelity of implementation of the task-analyzed components of the identified intervention (Bambara & Kern, 2005;Dunlap et al, 2010;Strain, Wilson, & Dunlap, 2011).…”

“…The effects of various approaches to teach replacement skill behavior, manipulate antecedent variables, and shape behavior using motivational strategies on at risk children and children with disabilities have been conveyed in literature Dunlap et al, 2010;Iovannone, Greenbaum, Wang, Kincaid, Dunlap, & Strain, 2009;Strain, Wilson, & Dunlap, 2011).…”